2012 12 03 post2015-indicators-consultation-feedback.pdf

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GLOBAL CONSULTATION ON POST-2015 EDUCATION INDICATORS

Feedback formDeadline for returning the feedback form: 30 January 2015

We want your feedback on a new proposal for post-2015 global education indicators prepared by the Technical Advisory Group (TAG), which includes experts from the EFAGlobal Monitoring Report, the OECD, UNESCO, the UNESCO Institute for Statistics (UIS), UNICEF and the World Bank. The proposed indicators correspond directly to the

education goals and targets identified in the Muscat Agreement and by the Open Working Group.

We welcome your comments in this questionnaire. You can respond in two ways: by answering any or all of the four general questions at the start of the survey;

to any or all of the specific indicators presented in tables.

To participate, you must submit the questionnaire

Please focus your comments on the proposed indicators and not the goals and targets, which were already the subject of extensive consultations among governments andcivil society organizations.

Please submit your feedback by email to [email protected]. In view of the expected number of comments, we may not be able to respond to individual commentsreceived. Please send any consolidated feedback that summarises the results of consultations with groups of stakeholders to the same email address in its original format.

This consul tation will close on 30 January 2015.All comments (unless otherwise indicated) will be made publicly available on the UIS website as well as in a synthesisreport that will be used by the TAG to submit a final proposal of indicators to the World Education Forum in May 2015. The final proposal will also lay the foundations for furtherdiscussions at the UN General Assembly in September 2015.

We also encourage readers to discuss the proposed indicators on Twitter, referencing #Education2015, although this communication is not a substitute for sending commentsby email to the UIS.

Contact information for the participant

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Do you want your comments to be made publicly available? YES NO

Contact informatio n for th e UNESCO Institute for Statistics

Email: [email protected] Mail: UNESCO Institute for StatisticsTel: +1 514 343 6880 PO Box 6128, Station Centre-ville

Fax: +1 514 343 5740 Montreal, QC H3C 3J7CANADA

Web: http://www.uis.unesco.org
mailto:[email protected]://www.uis.unesco.org/http://www.uis.unesco.org/mailto:[email protected]


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We invite the international education community to respond to the following:

1. For each target, does the report identify the best indicators that are most aligned with the concept and are already being tracked in a large number of countries?

Click here to enter text.

2. What new indicators could be developed to be more closely aligned with the proposed targets and have the potential to be globally comparable?


3. For each target, please identify or propose the two most important indicators.


4. Are there key issues that the document has not addressed in a satisfactory way or other issues that also need to be taken into consideration?



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5.1 Early Childhood

Early childhood

EFA SC Target 1By 2030, at least x% of girls and bo ys are ready for pri mary school th rough partic ipation in qualit y early childhood c areand education, including at least one year of free and compul sory pre-primary education, with partic ular attention togender equality and the most marginalised

OWG Target 4.2By 2030, ensure that all girls and b oys have access to quality early childhoo d development, care and pre-primaryeducation so that they are ready for primary education

Concept Indicator Alignment with concept Data availability Comments

Readiness forprimary school

1. Early ChildhoodDevelopmentIndex (ECDI)

Moderate: ECDI may notcapture range ofreadiness in somecontexts.

ECDI collected through MultipleIndicator Cluster Surveys (MICS)for about 30 developing countries.


2. Under fivemortality rate (%)(U5MR)

High: Mortality rates are areliable indicator of theoverall health and well-being of young children.

U5MR collected through householdsurveys (Demographic and HealthSurveys (DHS), Multiple IndicatorCluster Surveys (MICS), nationalhousehold surveys etc.). Estimatesfor 2012 available for nearly all

countries.


3. Under fivestunting rate (%)(U5SR)

High: Stunting is stronglyassociated with learningoutcomes throughout theschool years.

U5SR collected through householdsurveys (Demographic and HealthSurveys (DHS), Multiple IndicatorCluster Surveys (MICS), nationalhousehold surveys etc.). Estimatesavailable for about 85 developingcountries (at least once in theperiod 2008-2012).


4. Percentage ofchildren under 5years

experiencingresponsive,stimulatingparenting in safeenvironments (%)

High Multiple Indicator Cluster Surveys(MICS) collects information on thequality of childrens home

environments through its householdsurveys.



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Early childhood




Participation inearly childhooddevelopment,care and pre-primaryeducation

5. Participation ratein organizedlearning (3- to 4-year-olds)

Moderate: Participation isrelatively well covered inpre-primary education butless so in otherprogrammes. Even inhousehold surveysparticipation in other earlychildhood developmentand care programmes isnot well understood byrespondents and may beunder-reported.

Data on enrolment by age collectedthrough household surveys (e.g.Multiple Indicator Cluster Surveys(MICS) and some Demographicand Health Surveys (DHS), as wellas national household surveys).Indicator currently available fromMICS/DHS for approximately 60developing countries (countriesparticipating at least once in theperiod 2005-2012). DHS does notsystematically collect data on pre-primary education.


6. Gross pre-primaryenrolment ratio(%)

Moderate: Participation inpre-primary education isrelatively well covered.

Administrative data on enrolment inpre-primary by sex are collectedannually in most countries.Indicator estimated to be availablefor at least 165 countries (at leastonce in the period 2008-2012).



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Early childhood




Quality of earlychildhooddevelopment,care and pre-primaryeducation

7. Child-educatorratio/Pupil-teacherratio (PTR)

Low: Indicator notnecessarily predictive ofquality or child outcomesbased on existingresearch.

Administrative data on teachersand pupils in pre-primary educationare collected annually in mostcountries. Ratios may be over-estimated if children typically attendfor less than the working day ofeducators. PTR in pre-primaryeducation estimated to be availablefor at least 120 countries (at leastonce in the period 2008-2012).Dataon staff in other early childhooddevelopment and care programmesmay not be available in many

countries. It is difficult to distinguishteachers from other staff in suchsettings. The number of countriesfor which child-educator ratios forother types of early childhooddevelopment and care programmesare available is unknown.



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Early childhood




8. Percentage ofchildren receivingat least one yearof a quality pre-primary educationprogramme

Low: Indicator notnecessarily predictive ofquality or child outcomesbased on existingresearch.

Data on policies that likely affectquality in Early ChildhoodDevelopment (ECD) can beextrapolated from the ECD moduleof the System Approach for BetterEducation Results (SABER-ECD).More work is needed to developindicators of quality in settings.


One year of freeand compulsorypre-primary

9. Countries withone year of freeand compulsorypre-primaryeducation inlegal/institutionalframeworks

Moderate/Low: Legalframeworks are notalways implemented inpractice. Where they are,the degree of alignmentwould be higher.

A small but growing number ofcountries have made some or allpre-primary education compulsoryand free from tuition fees. However,the actual number of countries isunknown. For the indicator, it maybe necessary to separate free andcompulsory components in orderto better monitor changes.



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5.2 Primary and Secondary education

Primary andsecondaryeducation

EFA SC Target 2By 2030, all girls and bo ys compl ete free and compul sory qualit y basic education o f at least 9 years andachieve relevant learning outcomes, with parti cular attention to gender equality and the most marginalised

OWG Target 4.1By 2030, ensure that all girls and b oys comp lete free, equitable and quality prim ary and secondary educationleading to relevant and effective learning outco mes


Achievement ofrelevant learningoutcomes

Percentage of children whoachieve minimum proficiency

standards relevant to their agegroup/grade in reading andmathematics at the end of:

High: Direct assessment ofreading and mathematicsskills.

Indicators of learning outcomes in reading and mathematics are available fromnational, regional and international assessments for:

10. Grade 2 ca. 35 countries fromregional assessmentsca. 60 countries from EarlyGrades Reading andMathematics Assessments(EGRA/EGMA)


11. Primary school ca.50 countries from the

Programme in InternationalReading Literacy Study(PIRLS)


12. Lower secondary school ca.70 countries from theProgramme for InternationalStudent Asssessment(PISA)ca.65 countries from theTrends in InternationalMathematics and ScienceStudy (TIMSS)


13. Upper secondary school ca. 10 countries from theTrends in InternationalMathematics and ScienceStudy (TIMSS)



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Completion ofprimary andsecondaryeducation

14. Gross intake ratio to the lastgrade of primary education(primary completion rate)

Moderate: Indicator is ameasure of first-time entry tothe last grade of primaryeducation.

Available for at least 150countries. Indicator ispresented as a percentageof the population at the

official age for entry into thelast grade. It is a grossmeasure and can exceed100%.


15. Primary educationattainment rate (% of cohortaged 3-7 years above officialprimary school age)

High: Indicators measure thepercentage of a cohort ofchildren/young people whohave completed the relevantcycles of education.

Over a five-year period, theindicator is available for atleast 95 out of 137 low- andmiddle-income countries (or70%). Requires data fromhousehold surveys and istherefore not availableannually. Attainmentindicators are collected forchildren above the officialschool age so there are timelags relative to policychanges (i.e. they do notreflect current situation).


16. Gross intake ratio to the lastgrade of lower secondarygeneral education

Moderate: Indicator is ameasure of first-time entry tothe last grade of lowersecondary education.

Available for at least 150countries. Indicator ispresented as a percentageof the population at theofficial age for entry into thelast grade. It is a gross

measure and can exceed100%.



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17. Lower secondary educationattainment rate (% of cohortaged 3-7 years above officiallower secondary school age)

High: Indicators measure thepercentage of a cohort ofchildren/young people whohave completed the relevant

cycles of education.

Requires data fromhousehold surveys and aretherefore not availableannually. Attainment

indicators are collected foryoung people above theofficial school age so thereare time lags relative topolicy changes (i.e. do notreflect current situation).


18. Gross intake ratio to the lastgrade of upper secondaryeducation (secondarycompletion rate)

Moderate: Indicator is ameasure of first-time entry tothe last grade of uppersecondary education.

Not currently available asmultiple streams (includingtechnical and vocationaleducation) make it difficult toidentify the last grade ofsecondary education. Could

be calculated for the lastgrade of general educationbut in some countries themajority of upper secondaryprovision istechnical/vocational so theindicator would substantiallyunder-estimate completion.


19. Upper secondary educationattainment rate (% of cohortaged 3-7 years above officialupper secondary school

age)

High: Indicators measure thepercentage of a cohort ofchildren/young people whohave completed the relevant

cycles of education.

Requires data fromhousehold surveys and aretherefore not availableannually. Attainment

indicators are collected foryoung people above theofficial school age so thereare time lags relative topolicy changes (i.e. do notreflect current situation).



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Access andparticipation inprimary andsecondary

education

20. Children who were never inschool (% of cohort aged 3-6years above official primaryschool age)

High: Indicator highlightsolder children who did not goto school.

Over a five-year period, theindicator is available for atleast 95 out of 137 low- andmiddle-income countries (or

70%). Most high-incomecountries possess thisinformation.


21. Number of out-of-schoolchildren and adolescents

High: Indicators focus on theprimary and lower secondaryage groups who are not atleast in primary education.

Numbers of out-of-school(OOS) children and OOSadolescents are estimatedon the basis ofadministrative data onenrolment by age and sexreported annually by some160 countries at the primary

level and 125 at the lowersecondary level.


22. Primary adjusted netenrolment rate

Moderate: measuresparticipation in education ofrelevant age groups.

Requires same data as forthe out-of-school children.


23. Lower secondary total netenrolment rate

Moderate: measuresparticipation in education ofrelevant age groups.

Requires same data as forthe out-of-schooladolescents.


24. Gross enrolment ratio insecondary education

Moderate: measures overallparticipation in secondaryeducation.

Available for ca. 170countries.



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Quality of primaryand secondaryeducation

25. Pupil-teacher ratio (by levelof education)

Low: Indicators notnecessarily predictive ofquality.

Administrative data onteachers and pupils by levelof education are collectedannually by most countries.

PTRs are estimated to beavailable for at least 175countries at the primary leveland 130 at the lowersecondary level.


Nine years of freeand compulsorybasic education

26. Countries with nine years offree and compulsory basiceducation inlegal/institutional frameworks

Moderate: Legal frameworksare not always implementedin practice. Where they are,the degree of alignmentwould be higher.

All countries haveinformation on their national(where appropriate sub-national) laws on educationprovision. ca. 145 countrieshave laws providing at leastnine years of compulsoryeducation (after pre-primary).



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5.3 Skills

Skills

EFA SC Target 4By 2030, at least x% of youth and y% of adults h ave the knowledge and skills for decent work and life thro ughtechnical and vocational, upper secondary and tertiary education and training, with p articular attention togender equality and the most marginalised

OWG Target 4.3By 2030, ensure equal access for all women and men to afford able quality technical, vocational and terti aryeducation, including university

OWG Target 4.4By 2030, increase by x% the number of yout h and adults who have relevant skills, includi ng technical andvocational skills, for employment, decent jobs and entrepreneurship

Concept Indicator Alignment with concept Data availability CommentsKnowledge andskills foremployment,decent work andentrepreneurship

27. Percentage of youth/adultswith problem-solving skills

Low/Moderate: The conceptof problem-solving skills ascurrently measured may notbe equally applicableacross different countrycontexts in terms of itsapplication to employment,decent work andentrepreneurship:- the Programme for theInternational Assessment ofAdult Competencies(PIAAC) measures skills intechnology-richenvironments- the Programme forInternational StudentAssessment (PISA)measures studentscognitive processing tounderstand and resolveproblem situations where amethod of solution is notimmediately obvious.

The OECD PIAACassesses the proficiency ofyouth and adults in problemsolving in 33 countries.

The OECD PISA from 2012onwards assessed creativeproblem-solving skills,openness to novelty,tolerance of doubt anduncertainty, and ability touse intuition to initiate asolution in 44 countries.


28. Percentage of youth/adultswho are computer andinformation literate

Low/Moderate: The conceptof computer andinformation literacy isneither necessary norsufficient for access to thelabour market in many partsof the world.

The IEA InternationalComputer and InformationLiteracy Study (ICILS) willassess these skills in 20countries.



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Skills

EFA SC Target 4By 2030, at least x% of youth and y% of adults h ave the knowledge and skills for decent work and life thro ughtechnical and vocational, upper secondary and tertiary education and training, with p articular attention togender equality and the most marginalised

OWG Target 4.3By 2030, ensure equal access for all women and men to afford able quality technical, vocational and terti aryeducation, including university

OWG Target 4.4By 2030, increase by x% the number of yout h and adults who have relevant skills, includi ng technical andvocational skills, for employment, decent jobs and entrepreneurship


Participation intechnical andvocational, uppersecondary andtertiary educationand training

29. Upper secondary educationgross enrolment ratio Moderate: measuresparticipation of relevantcycle of education but is notclosely linked to theacquisition of skills fordecent work and life whichcan also be acquired atlower levels of education.

Available for ca. 160countries. Click here to enter text.

30. Tertiary education grossenrolment ratio



31. Participation rate intechnical and vocationalprogrammes (15- to 24-year-olds)

Not currently calculated inthis way. Data on the shareof technical and vocationalenrolment in uppersecondary education isavailable for ca. 135countries.


32. Percentage of youth not in

education, employment ortraining (18- to 24-year-olds)

Moderate: measures lack

of participation ineducation, employment ortraining but is not closelylinked to the inability toacquire skills for decentwork and life. Furthermore,the concept of employmentvaries considerably acrosscountries.

ILO reports on the indicator

mainly for high-incomecountries.


33. Participation rate ineducation and training overthe past 12 months (25- to64-year-olds)

Moderate: measuresparticipation ineducation/training but is notclosely linked to the

acquisition of skills fordecent work and life.Furthermore, there arevarying definitions of adulteducation and trainingacross countries.

The European UnionsAdult Education Surveycollects relevant data in aconsistent way across 30

countries.


34. Upper secondaryattainment rate (25- to 64-year-olds)



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5.4 Equity

Equity

EFA SC Targets 1, 2 and 4 ... with partic ular attention to gender equality and the most marginalised

EFA SC Target 3 ... with partic ular attention to girl s and women and the most marginalised

OWG Target 4.5By 2030, eliminate gender disparities in education and ensur e equal access to all levels of education andvocational training for the vulnerable, including persons with disabilities, indigenous peoples and childrenin vulnerable situations

Concept Indicator Alignment with concept Data availability CommentsEquity in accessto education

Example: lower secondary education attainment rate

Gender

35. (Relative) Parity Index:female attainment rate/maleattainment rate

High Click here to enter text.

36. (Absolute) Range:difference between maleand female attainment rates


Wealth

37. (Relative) Parity Index:poorest 20% attainmentrate/richest 20% attainmentrate

Moderate/High: Othercharacteristics can also beused to capturemarginalisation orvulnerability.


38. (Absolute) Range:difference betweenattainment rates of richestand poorest 20%



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Equity

EFA SC Targets 1, 2 and 4 ... with partic ular attention to gender equality and the most marginalised

EFA SC Target 3 ... with partic ular attention to girl s and women and the most marginalised

OWG Target 4.5By 2030, eliminate gender disparities in education and ensur e equal access to all levels of education andvocational training for the vulnerable, including persons with disabilities, indigenous peoples and childrenin vulnerable situations


Equity ineducationoutcomes

Example: learning outcomes at the end of lower secondary school

Gender

39. (Relative) Parity Index:percentage of femalesachieving minimum learningoutcomes/percentage ofmales achieving minimumlearning outcomes

High Depends on availability oflearning outcome surveys;otherwise information ongender is routinely collectedas part of such surveys.


40 (Absolute) Range:difference between malesand females achieving

minimum learningoutcomes


Wealth

41. (Relative) Parity Index:percentage of poorest 20%achieving minimum learningoutcomes/percentage ofrichest 20% achievingminimum learningoutcomes

Moderate/High: Othercharacteristics can also beused to capturemarginalisation orvulnerability.

Depends on availability oflearning outcome surveys;otherwise information onwealth is collected as partof such surveys.


42. (Absolute) Range:difference between richest

and poorest 20% achievingminimum learningoutcomes



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5.5 Literacy and Numeracy

Literacy andnumeracy

EFA SC Target 3By 2030, all youth and at least x% of adults reach a proficiency level in l iteracy and numeracy suffi cient tofully participate in society, with particular attention to girls and women and the most marginalised

OWG Target 4.6 By 2030, all youth and at least x% of adults , both men and women, achieve literacy and numeracy


Proficiency in

literacy/numeracyto fully participatein society

43. Percentage of youth and

adults proficient in literacyskills

High The OECD Programme for

the InternationalAssessment of AdultCompetencies (PIAAC)assesses the proficiency ofyouth and adults in literacyand numeracy in 33 mostlyhigh-income countries.The World Bank's SkillsTowards Employment andProductivity (STEP) hascollected similar informationin (urban areas of) 13 low-and middle-income

countries.


44. Percentage of youth andadults proficient in numeracyskills

High Click here to enter text.

45. Youth/adult literacy rate Low: The indicator does notmeasure skills in terms ofproficiency or ability toparticipate fully in society.

A simple measure ofliteracy, i.e. the ability toread and write a simplesentence, usually self-reported, is collectedregularly (but not annually)by about 155 countries inhousehold surveys andcensuses and reported tothe UIS. Few developedcountries collect similarinformation.



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Literacy andnumeracy

EFA SC Target 3By 2030, all youth and at least x% of adults reach a proficiency level in l iteracy and numeracy suffi cient tofully participate in society, with particular attention to girls and women and the most marginalised

OWG Target 4.6 By 2030, all youth and at least x% of adults , both men and women, achieve literacy and numeracy


Participation inliteracy/numeracyprogrammes

46. Participation rate in literacyprogrammes over the past12 months (as % of illiterate

25- to 64-year-olds)

High Not currently available at theinternational level.Administrative data on

participants in literacy andnumeracy programmes arenot collected regularly at theinternational level.Demographic and HealthSurveys (DHS) include aquestion on participation inadult literacy programmes.



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5.6 Global citizenship and sustainability

Globalcitizenship andsustainability

EFA SC Target 5By 2030, all learners acquire knowledge, skills, values and attitudes to establish sustainable and peacefulsocieties, including through global citizenship education and education for sustainable development

OWG Target 4.7

By 2030, ensure all learners acquir e knowledge and ski lls needed to p romote sus tainable development,including among others through education for sustainable development and sustainable lifestyles, humanrights, gender equality, promotio n of a culture of peace and non-violence, global citizenship, and appreciationof cultural diversity and of cultures contribution to sustainable development


Knowledge andskills forsustainablepeacefulsocieties

47. Percentage of 15-year-oldstudents showingproficiency in knowledge ofglobal issues includingknowledge ofenvironmental science andgeoscience

Moderate: Knowledge isseen as an importantcomponent but does notcover the full concepts ofGlobal CitizenshipEducation (GCE) orEducation for SustainableDevelopment (ESD).

The Programme forInternational StudentAssessment in 2006 (PISA2006), administered in 57countries, estimated anenvironmental scienceperformance index.The International Civic andCitizenship Education Study2009 (ICCS 2009), whichincluded 38 countries, containsworkable items for larger-scaletracking that will require

validation in developing worldsettings. ICCS 2016 willprovide globally-comparabledata on civic knowledge andengagement, and studentsroles in peaceful functioning ofschools.



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Globalcitizenship andsustainability

EFA SC Target 5By 2030, all learners acquire knowledge, skills, values and attitudes to establish sustainable and peacefulsocieties, including through global citizenship education and education for sustainable development

OWG Target 4.7

By 2030, ensure all learners acquir e knowledge and ski lls needed to p romote sus tainable development,including among others through education for sustainable development and sustainable lifestyles, humanrights, gender equality, promotio n of a culture of peace and non-violence, global citizenship, and appreciationof cultural diversity and of cultures contribution to sustainable development


Values andattitudes forsustainablepeacefulsocieties

48. Percentage of 13-year-oldstudents endorsing valuesand attitudes promotingequality, trust andparticipation in governance

Moderate: Covers importantvalues and attitudes but isnot comprehensive.

ICCS 2009; see notes above. Click here to enter text.

49. Percentage of adults whorespond positively to thestatement: Protecting theenvironment should begiven priority even if itcauses slower economicgrowth and some loss ofjobs

Moderate: Covers importantvalues and attitudes but isnot comprehensive.

World Values Survey 2012,which has included over 100countries in various surveywaves, contains items onvalues and attitudes onenvironmental protection,views on citizenship, freedomof information, and global

awareness. These items willalso require further validationand testing for youth and indeveloping world settings.


Globalcitizenshipeducation (GCE)

50. Percentage of 13-year-oldstudents participating incitizenship education

Moderate: Participation incitizenship education is onlyone component ofGCE/ESD.

ICCS 2009; see notes above.The inclusion of classroomcharacteristics relevant toGCE/ESD (i.e. openness ofclassroom dialogue) can alsobe considered.PISA 2018 will incorporate anassessment of globalcompetence, which may cover

knowledge and skills, attitudes,and dispositions towardsglobal issues as well asaspects of global employabilityand mobility of young people.



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5.7 Means of implementation: School environment

Means ofimplementation:Schoolenvironment

OWG MOI Target 4.aBuild and upgr ade education facili ties that are child, disability and gender sensitive and provid e safe, non-violent, inclusive and effective learning environments for all


Availability of

educationfacilities andresources

51. Average size of single

grade classes in primaryschools

Low/Moderate: The indicator

is not necessarily predictiveof the overall quality ofschool environments.

Available for 26 African

countries in UIS database.


52. Access to basic services(electricity, potable waterand toilets)

Moderate: Indicatorsmeasure the availability offacilities and servicesessential for healthy andeffective learningenvironments.

Available for 41 Africancountries in UIS database.


Disability andgendersensitiveness,safety,

inclusivenessand effectivenessof schoolenvironments

53. Percentage of studentswith a sense of belongingand inclusion at school

Low/Moderate: Indicatorsaddress important aspects ofschool inclusiveness but notcomprehensive.

Available for:65 countries from PISA 2012.72 countries from GSHSbetween 2003 and 2012.

43 countries in Europe andNorth America from HBSC in2009/2010.


54. Percentage of studentsexperiencing bullying

Available for:72 countries from GSHSbetween 2003 and 2012.43 countries in Europe andNorth America from HBSC in2009/2010.Available for 16 countries inLatin America and theCaribbean that participated in

SERCE in 2006/2007.


55. Percentage of schoolsthat meet child-friendlyschool standards: 1)inclusive of all children; 2)academically effectiveand relevant; 3) healthy,safe and protective; 4)gender-responsive; and 5)involved with students,families and communities

High: While the indicatorscover all the key aspects ofthe target, what eachdimension entails andencompasses may greatlyvary from country to countryand thus not be suitable forcross-country comparison.

No cross-nationallycomparable data are availablealthough at least 94 countrieshave adopted qualitystandards for primaryeducation based on child-friendly schools (CFS) or onsimilar models.



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5.8 Means of implementation: Scholarships

Means ofimplementation:Scholarships

OWG MOI Target 4.b

By 2020, expand by x% globally the number of scholarsh ips for developing countri es in particularLeast Developed Countries (LDCs), Small Island Developing States (SIDS) and Af rican co untries t o enrol inhigher education, including vocational training, information and communication technology (ICT),technical, engineering and scientific programmes in developed countries and other developing countries


Number ofscholarships

56. Volume of OverseasDevelopment Assistance(ODA) flows forscholarships

Low: Indicator addressesone aspect of scholarships(financing) but not thenumber as demanded bythe target

Data on ODA flows forscholarships are collectedannually by the OECDDevelopment AssistanceCommittee and coverfinancial aid awards andcontributions to trainingcosts for students andtrainees from developingcountries. Financial aidawards include bilateralgrants to studentsregistered for systematicinstruction in private or

public institutions of highereducation to follow full-timestudies or training coursesin the donor country.Training costs relate tocontributions for traineesfrom developing countriesreceiving mainly non-academic, practical orvocational training in thedonor country.



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5.9 Means of implementation: Teachers

Means ofimplementation:Teachers

EFA SC Target 6By 2030, all governments ensure that all learners are taught by qualif ied, professionally-trained, motivatedand well supported teachers

OWG MOI Target 4.cBy 2030, increase by x% the supply of qualified teachers, including thro ugh international coo peration forteacher training in developing co untries, especially Least Developed Countries (LDCs) and Small IslandDeveloping States (SIDS)


Qualifiedteachers 57. Percentage of teachersqualified according tonational standards (bylevel)

Moderate to high: Conceptis very well-aligned butcross-national comparisonscan be weak as nationalstandards can vary widelybetween countries.

Not currently at theinternational level.Countries to report on thenumber of qualifiedteachers by sex and level ofteaching on an annualbasis from 2014.


58. Pupil-qualified teacher ratio Moderate: Indicatormeasures the availability of(qualified) teachers tolearners but does notassess the quality of

teaching delivered.

PQTR is not availablecurrently at the internationallevel. Administrative dataon teachers and pupils bylevel of education are

reported annually bycountries to the UIS.Countries report numbersof qualified teachers by sexand level of teaching on anannual basis from 2014.



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Professionallytrained teachers

59. Percentage of teacherstrained according to

national standards (bylevel)

Moderate to high: Conceptis very well-aligned but

cross-national comparisonscan be weak as nationalstandards can vary widelybetween countries.

The indicators are availablefor ca. 105 countries at the

primary level and ca. 50countries at the uppersecondary level.Administrative data ontrained teachers by level ofeducation (pre-primary topost-secondary non-tertiary) are reportedannually by countries to theUIS.


60. Pupil-trained teacher ratio Moderate: Indicatormeasures the availability of

trained teachers to learnersbut does not assess thequality of teachingdelivered.

Not currently at theinternational level but can

be calculated from thereported data.Administrative data onpupils and trained teachersby level of education (pre-primary to post-secondarynon-tertiary) are reportedannually by countries to theUIS.



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Motivatedteachers

61. Average teacher salaryrelative to other

professionals

Low: The financial return isone element of teacher

motivation but does notguarantee motivatedteachers.

Not currently at theinternational level. Data on

actual salaries of teachersand other professionals arenot readily available.Indicators comparing twodifferent professions will beaffected by (a) differencesin qualifications/experiencerequired by each professionand (b) differences intypical working time orcontract types. It may benecessary to limit thecomparison to full-time staff

only. Data on statutorysalaries are easier to collectand compare, though it canbe difficult to identifycomparable professionswhich also have statutorysalary scales. Teachersstatutory salaries can bestandardised to someextent by expressing asa % of GDP per capita.


62. Status of school climateand other learningenvironment factorsassociated with teachermotivation

Moderate to low School climate and otherlearning environmentfactors associated withteacher motivationmonitored by the Teachingand Learning InternationalSurvey (TALIS) in 34countries.



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Well-supportedteachers

63. Incidence of in-servicetraining

Moderate to low:Professional development

could be considered onepart of support

Not currently available atthe international level.



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5.10 Means of implementation: FinanceMeans ofimplementation:Finance

EFA SC Target 7By 2030, all c ountries allocate at least 4%-6% of t heir gros s dom estic pro duct (GDP) or at least 15%-20% oftheir public expenditure to education, prioritising groups most in need; and strengthen financialcooperation for education, prioritising countries most in need


Publicexpenditure oneducation

64. Public expenditure oneducation as percentage ofGDP

High: In relation to target,but weak as an indicator ofgovernment commitment toeducation.



65. Public expenditure oneducation as percentage oftotal public expenditure

High: A robust indicator ofgovernment commitment toeducation.



Financialcooperation foreducation

66. Total aid to education High: Directly measuresone of the elements of thetarget.

Available for most low-income countries.


67. Total aid to basic education High: Directly measuresone of the elements of thetarget.



Countries most inneed

68. Percentage of total aid toeducation in low-incomecountries

Moderate: The percentagedoes not capture whetheraid reaches countries mostin need.



69. Percentage of total aid tobasic education in low-income countries

Moderate: The percentagedoes not capture whetheraid reaches thosepopulations most in needwithin the countries.



Prioritisation ofgroups most inneed

70. Share of public expenditureon education received bypoorest quintile

Low/Moderate: The share isdetermined by thepercentage of childrenattending different levels of

education and does nottake into account explicitattempts to targetresources to the pooresthouseholds.

The indicator would bederived from householdsurveys (identifyingparticipation by level of

education and by sector)and public expenditure data(by level).


Documents

2012 12 03 post2015-indicators-consultation-feedback.pdf